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Advanced Seminar in Teacher Development

SPRING SEMESTER 1995

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P. Grimmett

COURSE OUTLINE

This course is framed around issues in teacher development, a humanistic and critical way of looking

at how innovation takes place in the work context of teaching. It will engage participants in an in-

depth examination of the issues raised by authors and researchers working at the "cutting edge" in

this emerging field of study. The course will involve participants in reading two recent texts and up-

to-date articles on the interaction of teachers' lives and personal biographies with the rigorous

development of practice through an "inquiring sensibility." The aim is to learn interactively and

dynamically from well-known researchers who have specialized in the area of teacher development,

and to do this in a manner in which participants take a critical and independent stance relative to

the ideas presented. In addition, the course will cover topics, such as, professional cultures of

teaching, teacher research, reflective practice, educational change, the nature of collegiality, the role of

collegial consultation, collaborative planning and instruction, etc., as they relate to the development of

teachers' classroom practice. Further aims in the course have then to do with

1)

exposing participants to the burgeoning literature in this emerging field of study

2)

providing opportunities for participants to grasp the substantive ideas with confidence,

accuracy, and appropriate use of analytical language

3)

engendering in participants the ability to make sense of competing theoretical claims, to

evaluate conflicting evidence, and to understand the relationship between research

findings and practical application.

EXPECTATIONS

Participants are expected to attend all classes. They are also expected vigorously to take part in

small and large group discussions around topics and issues deriving from the extensive readings.

Exercises and case studies will be used to frame these discussion activities and participants will be

expected to have studied assiduously the relevant readings before the seminar.

ASSIGNMENTS

EITHER (a) Case Study, Case Analysis, and Critical Essay.

OR (b) Critical essay or Case Study and Analysis, and Reflective Journal.

OR (c) Major Project and

Reflective

Journal.

OR (d)

Reflective

Journal,

Sel

f-

Analytical

Statement, and Classroom Action Research Proposal.

OR (0 An Individual Contract with Assignments, Mark Allocation, and Due Dates Negotiated

between Student and Instructor.

READINGS

Grimmett, P.P., & Neufeld, J.

(1994).

Teacher development and the struggle for authenticity:

Pro

f essi onal

growth and restructuring in the context of change.

New York: Teachers College Press.

Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the

postmodern age.

London, UK Cassell

Hargreaves, A., & Fullan,

M. (1991).

Understanding teacher development.

London, UK: Cassell; New

York: Teachers College Press.

Plus other selected readings provided by the instructor.

*AJSo

offered as the graduate course Education 809-5.